Yahya Ghelichli; Seyyed Hassan Seyyedrezaei; Ghasem Barani; Omid Mazandarani
Abstract
The relationship between student engagement and motivation has been shown to be significant. However, the nature of this association still needs to be further known. Self-regulation also has a close connection with both student engagement and motivation. The present study thus aimed at investigating ...
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The relationship between student engagement and motivation has been shown to be significant. However, the nature of this association still needs to be further known. Self-regulation also has a close connection with both student engagement and motivation. The present study thus aimed at investigating this relationship by examining the mediating role of self-regulated language learning between the four dimensions of student engagement and language learning motivation among Iranian EFL learners. As an ancillary objective, the study tried to explore the relationships between dimensions of student engagement and self-regulated language learning. The participants, selected based on convenience sampling, comprised 146 young adult male language learners learning English at the Iran Language Institute (ILI), Gorgan, Iran. The participants were given three questionnaires. In order to analyze the data, structural equation modeling (SEM) was run by using the SmartPLS software, version 2. The results of path analysis indicated that self-regulated language learning failed to mediate between the four dimensions of student engagement and language learning motivation. The findings also showed that there were positive significant relationships between self-regulated language learning and three dimensions of student engagement, i.e., behavioral, cognitive, and agentic. However, the relationship between self-regulated language learning and emotional engagement was not statistically significant.
Mobina Rahnama; Alireza Ahmadi; Seyyed Ayatollah Razmjoo; Omid Mazandarani
Abstract
The debate continues on what features of oral performance are influenced by oral feedback. The present study tries to provide an answer to this question in an EFL context. To this end the effect of six different modes of oral feedback on the features of oral complexity and accuracy was investigated using ...
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The debate continues on what features of oral performance are influenced by oral feedback. The present study tries to provide an answer to this question in an EFL context. To this end the effect of six different modes of oral feedback on the features of oral complexity and accuracy was investigated using data from 66 Iranian EFL learners who were selected conveniently from the Iran Language Institute. The participants were divided into experimental and control groups at two different levels of elementary and pre-intermediate. The experimental groups were presented with six different types of oral feedback modes (recasts, clarification requests, metalinguistic, praising, elicitation, and repetition) and at the end of the research they were tested by an in-class oral test to measure their complexity and accuracy (CA). To compare the participants’ oral features, a Wilcoxon Signed Rank Test and a Mann-Whitney U Test were run. The results indicated that complexity and accuracy significantly improved among the groups, moreover; there were significant differences in the post-tests between both elementary and pre-intermediate levels regarding CA. The results further indicated that Iranian learners of English would have fewer errors and would be more accurate when receiving oral feedback modes. The study highlights the complex relationship that exists between features of oral performance. The findings of the present study can have theoretical and practical implications for syllabus designers, teacher trainers, and testing researchers.
